Pre-Service Teachers’ Perceptions Of Teaching STSE-Based High School Physics: Implications For Post-Secondary Studies

  • Katarin MacLeod St. Francis Xavier University

Abstract

Science, Technology, Society and Environment (STSE) education has received attention in educational research, policy, and science curricula development, yet less advancement has been made in moving theory into practice. There are many examples of STSE-based teaching in science at the elementary and secondary levels, yet little has focused specifically on the area of physics education. This research examined pre-service physics teachers’ views
and perceptions, challenges and tensions which influenced their adoption of the required STSE educational expectations found within secondary school physics curriculum of Ontario, Canada, in the context of a pre-service physics education course. The researcher employed an interpretive case study design. The pre-service physics teachers’ evolution of perceptions and attitudes demonstrate growth in the areas of curricula understanding and implementation issues, potential student concerns, and general fit of the subject within the context of a student’s learning journey. This study contributes to our understanding of the challenges faced when teaching physics through an STSE lens, provides implications for teacher education and physics education at the undergraduate level.

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Published
2017-02-28
How to Cite
MACLEOD, Katarin. Pre-Service Teachers’ Perceptions Of Teaching STSE-Based High School Physics: Implications For Post-Secondary Studies. European Journal of Physics Education, [S.l.], v. 5, n. 1, p. 1-15, feb. 2017. ISSN 1309-7202. Available at: <http://eu-journal.org/index.php/EJPE/article/view/59>. Date accessed: 17 sep. 2019. doi: https://doi.org/10.20308/ejpe.v5i1.59.
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Articles